About the Lab
Elevate your assessment with progressive rubrics emphasizing student achievement rather than areas for improvement. This hands-on workshop will guide you in using AI to create rubrics that inspire and motivate students by providing clear, structured pathways for growth. Participants will explore key concepts, collaborate on rubric creation using AI and their course materials, and refine drafts with peer feedback. The session will include interactive discussions, practical work time, and opportunities to share progress.
Learning Outcomes
With the support of AI tools and peer collaboration, participants will create a draft rubric using progressive criteria to clearly define student growth and mastery.
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This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator will be Mike Ray.
Meet Mike (he/him), a people enthusiast! With a passion for mentoring and coaching, he thrives on guiding others through change. He channels this passion as an educational developer at the College of New Caledonia (CNC). A product of British Columbia’s 1990s school system and the University of Victoria’s bachelor of education program, Mike has worn many hats over the past 15 years—from school-age education to industry training and post-secondary roles. Outside work, he’s all about mountain biking, barbecues, travel, social events, and sharing safe-for-work memes and well-timed GIFs. Reach out to him for a Teams call or coffee—connect on LinkedIn or find him on the CNC Centre for Learning and Teaching website to start a conversation!
About the MicroCourse
Explore how to design accessible eLearning experiences by applying the four principles of the POUR framework:
- Perceivability
- Operability
- Understandability
- Robustness
These principles are the foundation of the international Web Content Accessibility Guidelines.
During this week, participants will learn and apply POUR principles through activities and will give and receive feedback. Participants will also identify how they would revise one of their eLearning materials using the POUR principles.
Learning Objectives
- Develop a basic understanding of accessibility and the POUR framework
- Apply POUR principles to eLearning materials
Participants should anticipate at least 6.75 hours of asynchronous learning during this week.
Three optional one-hour synchronous sessions are planned:
- January 20, 2025, 12:00-1:00 p.m. PT
- January 22, 2025, 12:00-1:00 p.m. PT
- January 24, 2025, 12:00-1:00 p.m. PT
These sessions will not be recorded.
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About the Facilitators
Your facilitators for this FLO MicroCourse are Fizza Haider and Gena Hamilton.
Fizza Haider (she/her) is a post-secondary educational professional with over seven years’ experience instructing students and supporting their access to learning. Her professional philosophy centers on providing accessible, flexible, and responsive learning to students.
She believes students learn, acquire and process information differently and values designing learning experiences to meet diverse student needs and preferences. She has demonstrated success in these areas through a multi-disciplinary process of consultation and collaboration with students, faculty, staff, and external campus and community partners.
With a master’s degree in Educational Psychology, she draws on her understanding of evidence-based instructional strategies and frameworks such as Universal Design for Learning, the POUR framework for accessible design, and the Multimedia Learning Theory. to develop training workshops and resources for diverse audiences including educators, educational technology specialists, and instructional designers, guiding them in the practical application of these theoretical principles to course design. She works as a learning designer at the University of the Fraser Valley (UFV).
In this role, Fizza encourages faculty to think about accessibility and flexibility in all aspects of course development and supports the development of accessible content design skills. Fizza serves on UFV’s Accessible British Columbia Act steering committee, tasked with guiding the university in meeting the statutory requirements of the provincial legislation. She is also a member of BCcampus’ Sector Advisory Committee, providing leadership, advice, and support with the rollout of B.C.’s Digital Learning Strategy.
Gena Hamilton (she/her) is an academic advisor for the school of education at the University of the Fraser Valley and a certified career development practitioner. She has a passion for learning design and innovation in career education.
About the Session
The trend of offering more programs online reflects a lasting shift in the education system. Enabled by technological advances and fueled by students’ demand for flexible learning options, globalized education is now more accessible. However, Collaborative Online International Learning (COIL) environments present unique challenges for both learners and educators. Join us for a discussion on effective strategies for facilitating COIL.
While the session will primarily focus on teaching considerations, we will also explore strategies for curriculum development. The main goal is to share insights, lessons learned, and practical approaches to addressing the unmet needs of COIL students.
Learning Outcomes
- Analyze the value of COIL for both learners and facilitators
- Identify and propose solutions to common challenges faced by remote, international student teams
- Evaluate various approaches to facilitating effective collaborative learning
- Discuss assignments and lecture topics that set teams up for success in cross-cultural collaboration
- Evaluate the use of technology to support remote collaboration and address digital accessibility issues
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This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator for this session is Alison Foo, MSc, PMP.
Alison (she/her/they) teaches remote clinical research capstone courses at McMaster University Continuing Education and Seneca College. She is also a career, communication, and leadership coach. Her mission is to foster healthy environments by empowering empathetic leadership and creating inclusive, safe, and collaborative spaces. She has experience working with students (high school to graduate), newcomers, marginalized communities, and professionals from various industries. When she’s not working or volunteering, she naps with her rescue dog, watches Asian TV, and dreams of never grading assignments again.
Event Description
This Facilitating Learning Online (FLO) MicroCourse will assist participants in managing technology’s impact on the spiritual, emotional, physical, or mental health of themselves and their students. Participants will learn tools for setting healthy boundaries with technology, using those boundaries intentionally, and teaching students to avoid using digital technologies in ways that cause harm. This two–day course offers participants the opportunity to reflect on their own digital well-being, the well-being of learners, and how this work can contribute to the broader journey of reconciliation.
Learning Outcomes
Successful participants will gain an appreciation of digital well-being by:
- Managing technology through actively implementing strategies for spiritual, emotional, physical, and mental health
- Understanding digital literacy as using digital technology intentionally and setting healthy boundaries
- Modeling and teaching digital well-being
Participants can expect to dedicate approximately 60 minutes per day for five days to learning and activities.
Course Logistics
Asynchronous
When: February 3–February 7, 2025
Platform: Moodle Synchronous
While most of the learning will happen asynchronously, we will offer two optional synchronous sessions in Zoom:
- Monday February 3, 2025: 3:00–4:00 p.m.
- Friday February 7, 2025: 9:00–10:00 a.m.
Register Now!
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
About the Facilitators
Your FLO Facilitators will be Connie Strayer and Robyn Grebliunas.
Connie (she/her) is both Métis and German. With gratitude, she acknowledges the Qualicum and Snaw-Na- Was First Nations on whose ancestral lands she lives, works, and plays. Connie is an educational developer and Indigenous relationship specialist, as well as a regular collaborator with BCcampus. Through a student-centred and decolonized approach to this work, she strives to create systemic change within post-secondary spaces and increase mental health literacy and skills for educators, students, and community members. Connie has had the honour of working under the teachings of many Indigenous Elders, Knowledge Keepers, and colleagues in many of B.C.’s First Nations Communities; these relationships and teachings have influenced her approach to education.
Robyn (she/her) is both Métis and Lithuanian. With appreciation, she acknowledges the Okanagan and Syilx First Nations on whose ancestral lands she lives, works, and plays. Robyn specializes in Indigenous adult education and communication. She is honoured to collaborate with BCcampus on Indigenous education. Robyn is grateful for the many years she has spent working in public and private Indigenous post-secondary education. She is passionate about creating online education learning experiences for adult learners. She has a master’s degree in professional communications, with research embedded in creating relationship efficacy in the digital realm, a helpful tool. Robyn carries an educational philosophy of traditional grassroots learning with a belief in two-way learning and strength-based learning. Robyn has had the honour of working under the teachings of many Indigenous Elders and Knowledge Keepers and in many First Nations Communities in B.C. and Alberta; this opportunity has greatly influenced her approach to education.
About the Session
Do you want to create a learning environment that considers the diverse lived experiences of your students? In this three-hour Facilitating Learning Online (FLO) Lab session, we will start by exploring current frameworks for course design (such as Universal Design for Learning and quality assurance) and determine what is “missing” with these frameworks from an equity, diversity and inclusion (EDI) perspective. We will then explore at least two different approaches to incorporate principles of EDI into the course design and development process. We will conclude with space for critical reflection and co-creation of strategies for implementing these changes. 
This session will be beneficial for anyone who is interested in moving away from the status quo in course design and becoming an agent of change!
Please note: This session will not be recorded. Registrants should plan to attend the full three hours for an optimal learning experience.
Learning Objectives
By the end of the session, participants will be able to:
- Explain shortcomings of existing approaches or frameworks to course design from an EDI perspective
- Discuss the challenges they may encounter in their current course design process from an individual, interpersonal, and institutional perspective, and how to overcome them
- Reflect on how to apply a critical, collaborative and wholistic approach to their course design and development process
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About the Facilitator
Randeep Nota (she/her) is a second-generation Punjabi settler. She is a consultant whose work comprises educational development and program and policy reviews. She is concurrently pursuing her PhD at the University of Toronto, focused on work, learning, and social change. Randeep has experience working in post-secondary institutions in British Columbia, Alberta, and Ontario in various teaching, staff, and management roles. She has researched and presented nationally and internationally on topics including anti-racism policies and practices in the post-secondary sector; incorporating equity, diversity, and inclusion practices in course design; the internationalization of higher education; the use of technology in post-secondary teaching and learning; and the (un)ethical use of surveillance in learning. Prior to her work as an educational consultant, Randeep provided pedagogical consultations for credit and non-credit, online and hybrid courses, and worked on program development, and quality assurance reporting for diploma and degree-granting programs.
About the Session
This workshop provides a space to pause and reflect on an important ethical concern in generative artificial intelligence (GenAI): its environmental impacts and overall sustainability. What actions, if any, can we take as individual users? What can we do as institutions?
We will start by reviewing the environmental costs associated with training and using GenAI tools and explore how these tools might be used to positively reduce climate impacts on a large scale. We will then explore a decision-making framework focused on sustainable AI use. Through guided questions, you will begin to develop a living philosophy for mindful AI use aligned with your environmental values. We will also share practical tips to help minimize carbon and water usage with AI.
By the end of this workshop, participants will be able to:
- Describe the environmental implications of GenAI
- Explore guiding questions for sustainable AI use
- Develop a personalized AI-use philosophy that embodies your environmental values
- List practical strategies to reduce carbon and water usage in AI
Register now!
This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator for this session is Emily Simpson.
Emily Simpson (she/her) is a curriculum developer and facilitates instructor development workshops at Vancouver Community College. She brings a wealth of experience as an upgrading chemistry instructor, learning centre coordinator, and contributor to the Centre for Teaching, Learning, and Research, all with a focus on student experience and success. Her background includes a PhD in analytical chemistry, a provincial instructor diploma, and a certificate in online learning. Her goal is to enhance inclusive teaching and learning, with a focus on ethical and effective use of GenAI in education and fostering conversations around the tensions of using these tools.
About the Session
In this FLO Friday session, participants will formulate “ShouldAI, CouldAI, WouldAI?” questions to discuss the use of AI in their classes and assessments.
Recognizing that learning outcomes inform pedagogical practices; participants will explore how AI could be used to support achievement and to enhance student success. Generative AI has not only underscored the need for curricular innovation but also highlighted the necessity for support and training to manage this complex task.
Participants will collaborate on the future of education with an “AI perspective.” They will analyze their assessment strategies in the context of their learning outcomes and AI use among students. They will collaborate on developing a curriculum considering current and future AI use.
Register Now!
This notice is to inform you that this session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge that your participation in this session may be recorded and the recording will be made available openly.
About the Facilitator
Your FLO Facilitator for this session is Jenny Fitzgerald.
Jenny Fitzgerald (she/her) is an instructor of university success strategies, communications, and English upgrading at Capilano University. As an educator and curriculum developer, she sees the promises and challenges presented by AI in a post-secondary context. For the past two years, she has engaged in research and curriculum projects to support her students and colleagues around the ethical use of AI, focusing on adapting her courses and teaching practices to support student success. Jenny takes every opportunity to geek out with other educators and strives for collaborative innovation to mitigate the challenges posed by the rapid advancement of technology.